CASEt o l s...Family-Centered Practices Learning and Development Participatory Parenting...

�December 2006 Volume 2, Number 7

CASEtools is an electronic publication of the Center for the Advanced Study of Excellence in Early Childhood and Family Support Practices, Family, Infant and Preschool Program, J. Iverson Riddle Developmental Center, Morganton, NC. CASE is an applied research center focusing on the characteristics of evidence-based practices and methods for promoting utilization of practices informed by research.

Copyright © 2006Center for the Advanced Study of Excellence

in Early Childhood and Family Support Practices

Early Childhood Intervention Competency Checklists

Nicole RoperCarl J. Dunst

INTRODUCTION

ThisCASEtoolincludesadescriptionofthedevel-opment and use of the Early Childhood Intervention Competency Checklists.Thechecklistsincludepracticeindicatorsforassessingtheextenttowhichpractitionersare interveningwithyoung children and their caregiv-ersinwaysconsistentwithanintegratedmodelofearlychildhoodinterventionandfamilysupport(Dunst,2004,2005a,2005b).Thepaperincludesfoursections:(1)anoperational definition of early childhood intervention and family support, (2) an overview of the integratedframework that was used to develop the competencychecklistindicators,(3)adescriptionoftheoperationalfoundationsofthechecklists,and(4)anexplanationofhow the checklists areused toboth assesspractitionerperformanceanddevelopaplanforimprovingpracticesmoreconsistentwiththechecklistindicators.

DEFINITION OF EARLY CHILDHOODINTERVENTION AND FAMILY SUPPORT

Theintegratedframeworkguidingthedevelopmentof theCASEtoolchecklists includesabroad-based,so-cial systems definition of early childhood intervention andfamilysupportthatconsidersbothformalandinfor-malexperiencesandopportunitiesaschild,parent,andfamily interventions. Early childhood intervention andfamily support is defined as the provision of support and resources to families of young children from members of informal and formal social network members that both directly and indirectly influence child, parent, and family functioning.Thekindsofsupportsandresources,andtheexperiencesandopportunitiesaffordedbysocialnetworkmembers,areseenastheprocesses(practices,interventions, etc.) used to produce desired benefits. The

t o o l sCASEInstruments and Procedures

for Implementing Early Childhoodand Family Support Practices

This CASEtool includes a description of the development and use of practitioner com-petency checklists for assessing the use of evidence-based early childhood interven-tion and family support program practices. Four checklists are included: Everyday Child Learning Opportunities Checklist, Parenting Supports Checklist, Family and Community Resources and Supports Checklist, and Family-Centered Helpgiv-ing Practices Checklist. The checklists are used by a supervisor or mentor to make observations of a practitioner working with a family, assess the use of evidence-based practices, and together with a practitioner, develop a plan to improve practitioner per-formance.

2December 2006 Volume 2, Number 7

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outcomes from afforded experiences and opportunitiesinclude,butarenotlimitedto,arangeofchild,parent,andfamilycapacitybuildingconsequences.

INTEGRATED FRAMEWORK

Theintegratedframeworkforpracticingearlychild-hood interventionand family support is shown inFig-ure1.Themodelincludesfourmajorpracticeelements(children’s learning opportunities, parenting supports,family/communityresources,andfamily-centeredprac-tices)andthreeintersectingpracticeelements(everydayactivitysettings,parentinginteractionalstyles,andpar-ticipatoryparentingopportunities).Interventionsaimedat influencing learning and development using the differ-entkindsofpracticesimplementedinafamily-centeredmanner(Dunst,1995,1997,2002)areseenasthewayofinsuringthattheexperiences and opportunitiesaffordedchildren,parents,andfamilieshavecompetencyenhanc-ingandcapacitybuildingconsequences(Dunst,Trivette,&Deal,1994a;Wilson,Holbert,&Sexton,2006).

Child Learning Opportunities Insuring that children experiencedevelopment-en-hancinglearningopportunitiesisthemainfocusofthechild learning component of the integrated framework(Bronfenbrenner, 1992). Development-enhancing childlearningopportunitiesareones thatare interesting,en-gaging,andcompetencyproducing,andwhichresultinachild’ssenseofmasteryabouthisorhercapabilities

(e.g.,Dunstetal.,2001).Thesekindsoflearningoppor-tunitiesincludeactivitiesthatprovidechildrencontextsforinterestandcompetenceexpressionandthatencour-ageexplorationand thedevelopmentofa senseofac-complishment.AdditionalinformationaboutthesekindsoflearningexperiencesaredescribedinRaab(2005).

Parenting Supports Thepurposeof interventions in theparentingsup-ports component of the integrated framework is to re-inforce existing parenting abilities, provide opportuni-tiestoacquirenewparentingknowledgeandskills,andstrengthen parenting confidence and competence (e.g., Dunst, 2001). Parenting supports include the informa-tion,advice,guidance,etc.thatbothstrengthenexistingparentingknowledgeandskillsandpromoteacquisitionofnewcompetenciesnecessaryforparentstocarryoutchildrearingresponsibilitiesandprovidetheirchild(ren)development-enhancing learning opportunities. ThereaderisreferredtoWilson(2005)forsourcesofinfor-mationoncapacitybuildingparentingsupports.

Family and Community Supports Thefocusof interventions in the familyandcom-munitysupportscomponentoftheintegratedframeworkistoinsurethatparentshavethesupportsandresourcesnecessaryforthemtohavethetimeandbothphysicalandpsychologicalenergytoengageinchildrearingrespon-sibilitiesandparentingactivities.Familyandcommuni-tysupportsincludeanynumberandtypeofintrafamily,informal, community, and formal resources needed byparentstoengageinparentingandchild-rearingactivi-ties(Dunst,Trivette,&Deal,1994b).Wenowknowthatthe kinds of resources and supports parents find helpful, and how they are provided to parents, matters a greatdeal if thesupportsandresourcesare tohavecapacitybuilding consequences (Dunst &Trivette, 2001; Mott,2005).ThereaderisreferredtoTrivetteetal.(1997)foradescriptionofthekeyfeaturesoftheapproachusedtoprovideandpromote theprovisionof supportsand re-sourcesconsistentwiththeintegratedframework.

Family-Centered Helpgiving The focus of interventions in the family-centeredhelpgivingcomponentoftheintegratedframeworkistheactiveengagementofparentsandotherfamilymembersin obtaining desired resources and achieving family-identified goals. Family-centered practices place fami-liesincentralandpivotalrolesindecisionsandactionsinvolvingchild,parent,andfamily/communityresourcesthatstrengthenexistingcapabilitiesandpromotechild,parent and family competence (Dunst, 1995, 1997).Findingsfromourresearchhasconsistentlyshownthatparents’ active participation in procuring desired sup-ports and resources is associated with a greater sense

Family-Centered Practices

Learningand

DevelopmentParticipatory

ParentingOpportunities

Familyand

Community Activity Settings

Family and

Community Supports

Parenting Styles

and Instructional

Practices

Child Learning

OpportunitiesParenting Supports

Figure2.IntegratedMetamodelofEarlyChildhoodInterventionandFamilySupport.

Figure 1. Key components of an evidence-based, eco-logical integrated framework of early childhood inter-vention and family support.


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ofpersonalcontrol (Dunst,Trivette,&Hamby,2006a,2006b;Trivette&Dunst,1998)whichinturnhasposi-tiveconsequencesinanumberofareasofparent,family,and child functioning. The reader is referred to Dunst(1997)foradetaileddescriptionofthekeycharacteris-ticsoffamily-centeredhelpgivingpractices.

FOUNDATIONS OF THE CHECKLISTS

TheEarly Childhood Competency Checklistsweredeveloped using the integrated framework describedabove for operationalizing practices mirroring con-verging researchevidenceabout early childhood inter-ventionand familysupportpractices thathavecompe-tency-enhancing consequences. The checklists includethe:Everyday Child Learning Opportunities Checklist, Parenting Supports Checklist, Family and Community Resources and Supports Checklist, and Family-Centered Helpgiving Practices Checklist. Copiesofthechecklistsareincludedintheappendix. Thefourchecklistsemphasizepractitioners’abilitytoactivelyengageparentsintheuseofpracticesthathavepositive child, parent, and family benefits. The majority ofthechecklistitemswereselectedfromexistingscalesandchecklists(Mott,2006;Raab&Dunst,2006;Raab,Roper,Dunst,Humphries,&Clark,2002;Raab,Swan-son,Roper,&Dunst,2006;Wilson&Dunst,2004;Wil-son&Dunst,2006).Theitemswererewordedintermsofwhatapractitionercandotosupportandstrengthenparent capacity toprovide their childrendevelopment-enhancingchildlearningopportunities,obtainparentingsupports,andprocurefamilysupportsandresources. Thechecklistsaremainlydesignedas supervisoryormentorobservationandassessmenttools.Thecheck-lists are administered following a four step sequence:(1)Preplanningmeetingbetweenanobserverandprac-titioner, (2)observationof apractitionerby a supervi-sorormentor,(3)reviewandfeedbackofthechecklistobservations,and(4)thedevelopmentofajointplantoimprovepractitioneruseofthechecklistindicators. Eachchecklist item is scored:1=Yes, practice isused (parent demonstrates the use of the indicators orprovidesactualexamplesofpracticesconsistentwiththeindicators),2=Not used(missedopportunitytousethepractices),and3=NoOpportunitytoobserveornoex-amplesofthepracticeprovided.Thechecklistsincludespaceformakingthreeseparateobservationsandratingsof a practitioner’s ability to promote a parent’s use ofthepractices.Changesintheratingsacrossthethreeob-servationsareusedtodetermineifimprovementsweremade as a result of using the checklist administrationprocedures.

Preplanning Meeting Startbychoosingtheparticularchecklistandplan-ningsheetthatwillbethefocusoftheassessmentofprac-

titioner parent capacity building.A practitioner shouldplantogetherwithasupervisorormentoranobservationofhimselforherselfonahomevisitorduringagroupactivity.Thepreplanningmeetingshouldincludeasum-maryofwhatthepractitionerisplanningfortheupcom-ingfamilyinteraction,includinghowthefamilywillbeactivelyengagedintheuseofthechecklistpractices.

Observation During the home or group activity, the observershouldusethechecklisttorecordexamplesoftheindi-catorsand/ormissedopportunitiestoengagetheparentsintheuseofthechecklistpractices.Theratingscale(Yes, Not Used, No Opportunity)shouldbeusedforassessingpractitioner use of each practice indicator.A rating ofone(Yes)isonlygiveniftheparentorcaregiverisac-tivelydemonstratingthepracticeorisdescribingactualexamplesofhowtheyhaveusedthepractice.

Review and Feedback A debriefing should occur as soon as possible fol-lowing theobservation.Theobserver should share thecompletedchecklistwith thepractitioner.Bothconsis-tencies and inconsistencies should be noted, and theplanningsheetonthebackofeachchecklistshouldbeused(ifappropriate)toplanhowthepractitionerwillad-dressinconsistenciesnotedduringtheobservationperi-odandhowthepractitionerwillpromoteparents’activeuseofthepracticesonfuturevisits.Theobservershouldusethesamechecklistandmakeatleastthreeobserva-tionsofthepractitionerinordertoassesschangesinthepractitioner’suseofthetargetedskillsandabilitieswithasinglefamily/caregiver.

Active Engagement Plan Theinformationobtainedfromtheobservationandonthechecklistshouldbeusedtoidentifythosepracticesthatareinneedofimprovement(intermsofpromotingparents’engagementinthepractices)andfordevelopingaplan forprovidingapractitioner theexperiencesandopportunities needed to increase parents’ active use ofthepractices.Theengagementplanshouldbereviewedperiodicallytoassessprogresstowardimprovingtarget-edpracticesandformodifyingorchangingtheplanasnecessary.

CONCLUSION

ThisCASEtoolincludedadescriptionofthedevel-opmentanduseofchecklistsforassessingearlychild-hood practitioner use of practices for supporting andstrengtheningparents’abilitiestoprovidetheirchildrendevelopment-enhancing learning opportunities, obtainparentingsupports,andprocurefamilysupportsandre-sources.Thefourchecklistsweredesignedsotoincludekeypractice indicatorsofan integratedmodelofearly


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childhoodinterventionandfamilysupport(Dunst,2004,2005a). The integrated model places primary emphasis onpractitioner use of intervention practices that have ca-pacity-buildingcharacteristicsandconsequences(Dunstet al., 1994a; Wilson, 2005). Practitioner reflection on his or her practices is a necessary and ongoing activ-ity as part of using evidence-based practices (Barnett,1995;Wesley&Buysse,2001).Therefore,thechecklistsshouldproveusefulforassessingpractitioneruseofevi-dence-basedcapacitybuildingpracticesandforbothre-inforcinguseofdesiredpracticesanddevelopingaplanfor improving the use of practices not or infrequentlyusedininteractionswithfamilies.

REFERENCES

Barnett, B. G. (1995). Developing reflection and exper-tise:Canmentorsmake thedifference?Journal of Educational Administration, 33(5),45-59.

Bronfenbrenner, U. (1992). Ecological systems theory.InR.Vasta(Ed.),Six theories of child development: Revised formulations and current issues (pp. 187-248).Philadelphia:JessicaKingsley.

Dunst,C.J.(1995).Key characteristics and features of community-based family support programs.Chica-go:FamilyResourceCoalition.

Dunst,C. J. (1997).Conceptualandempirical founda-tionsof family-centeredpractice. InR. Illback,C.Cobb,&H. Joseph, Jr. (Eds.), Integrated services for children and families: Opportunities for psy-chological practice (pp. 75-91). Washington, DC:AmericanPsychologicalAssociation.

Dunst, C. J. (2001). Parent and community assets as sources of young children’s learning opportunities.Asheville,NC:WinterberryPress.

Dunst, C. J. (2002). Family-centered practices: Birththroughhighschool.Journal of Special Education, 36, 139-147.

Dunst,C.J.(2004).Anintegratedframeworkforpractic-ingearlychildhoodinterventionandfamilysupport.Perspectives in Education, 22(2),1-16.

Dunst,C.J.(2005a).Foundationsofanevidence-basedapproachtoearlychildhoodinterventionandfamilysupport.CASEmakers, 1(1),1-6.Availableathttp://www.fippcase.org/casemakers/casemakers_vol1_no1.pdf

Dunst, C. J. (2005b). Framework for practicing evi-dence-basedearlychildhoodinterventionandfam-ily support. CASEinPoint, 1(1), 1-11.Available athttp://www.fippcase.org/caseinpoint/caseinpoint_vol1_no1.pdf

Dunst,C.J.,Bruder,M.B.,Trivette,C.M.,Hamby,D.,Raab, M., & McLean, M. (2001). Characteristicsandconsequencesofeverydaynaturallearningop-

portunities.Topics in Early Childhood Special Edu-cation, 21,68-92.

Dunst,C.J.,&Trivette,C.M.(2001).Parenting supports and resources, helpgiving practices, and parenting competence.Asheville,NC:WinterberryPress.

Dunst,C.J.,Trivette,C.M.,&Deal,A.G.(1994a).En-ablingandempoweringfamilies.InC.J.Dunst,C.M.Trivette, &A. G. Deal (Eds.), Supporting and strengthening families: Methods, strategies and practices (pp. 2-11). Cambridge, MA: BrooklineBooks.

Dunst,C.J.,Trivette,C.M.,&Deal,A.G.(1994b).Re-source-basedfamily-centeredinterventionpractices.InC.J.Dunst,C.M.Trivette,&A.G.Deal(Eds.),Supporting and strengthening families: Methods, strategies and practices(pp.140-151).Cambridge,MA:BrooklineBooks.

Dunst,C.J.,Trivette,C.M.,&Hamby,D.W.(2006a).Family support program quality and parent, fam-ily and child benefits.Asheville, NC: WinterberryPress

Dunst,C.J.,Trivette,C.M.,&Hamby,D.W.(2006b,October). Practice-based research syntheses of family-centered helpgiving practices. PresentationmadeattheDivisionforEarlyChildhood22ndan-nual International Conference on Young ChildrenwithSpecialNeedsandTheirFamilies,LittleRock,AR.

Mott,D.W.(2005).Characteristicsandconsequencesofresource-based intervention practices. CASEmak-ers, 1(5), 1-3. Available at http://www.fippcase.org/casemakers/casemakers_vol1_no5.pdf

Mott,D.W.(2006).Checklistsformeasuringadherenceto resource-based intervention practices. CASE-tools, 2(3), 1-8. Available at http://www.fippcase.org/casetools/casetools_vol2_no3.pdf

Raab, M. (2005). Interest-based child participation ineverydaylearningactivities.CASEinPoint, 1(2),1-5. Available at http://www.fippcase.org/caseinpoint/caseinpoint_vol1_no2.pdf

Raab,M.,&Dunst,C.J.(2006).Checklistsforpromotingparent-mediatedeverydaychildlearningopportuni-ties.CASEtools, 2(1),1-9.Availableathttp://www.fippcase.org/casetools/casetools_vol2_no1.pdf

Raab,M.,Roper,N.,Dunst,C.J.,Humphries,T.L.,&Clark, K. (2002). Practitioner capacity building practices scales for promoting adoption of evidence-based practices. Unpublishedmanuscript.

Raab,M.,Swanson,J.,Roper,N.,&Dunst,C.J.(2006).Promoting parent and practitioner identification of interest-based everyday child learning opportuni-ties.CASEtools, 2(6),1-19.Availableathttp://www.fippcase.org/casetools/casetools_vol2_no6.pdf

Trivette,C.M.,&Dunst,C.J.(1998,December). Fam-ily-centered helpgiving practices. Paperpresentedat


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the14thAnnualDivisionforEarlyChildhoodInter-nationalConferenceonChildrenwithSpecialNeeds,Chicago,IL.

Trivette,C.M.,Dunst,C.J.,&Deal,A.G.(1997).Re-source-basedapproachtoearlyintervention.InS.K.Thurman,J.R.Cornwell,&S.R.Gottwald(Eds.),Contexts of early intervention: Systems and settings(pp.73-92).Baltimore:Brookes.

Wesley,P.W.,&Buysse,V.(2001).Communitiesofprac-tice: Expanding professional roles to promote reflec-tion and shared inquiry. Topics in Early Childhood Special Education, 21,114-123.

Wilson,L.L.(2005).Characteristicsandconsequencesofcapacity-building parenting supports. CASEmakers, 1(4), 1-3. Available at http://www.fippcase.org/case-makers/casemakers_vol1_no4.pdf

Wilson,L.L.,&Dunst,C.J.(2004).Checkingoutfam-ily-centeredhelpgivingpractices.InE.Horn,M.M.Ostrosky,&H.Jones(Eds.),Family-Based Practices(YoungExceptionalChildrenMonographSeriesNo.5)(pp.13-26).Longmont,CO:SoprisWest.

Wilson, L. L., & Dunst, C. J. (2006). Checklist for as-

sessingadherencetofamily-centeredpractices. CA-SEtools, 1(1), 1-6. Available at http://www.fippcase.org/casetools/casetools_vol1_no1.pdf

Wilson, L. L., Holbert, K., & Sexton, S. (2006).A ca-pacity-building approach to parenting education.CASEinPoint, 2(7), 1-9. Available at http://www.fip-pcase.org/caseinpoint/caseinpoint_vol2_no7.pdf

AUTHORS

Nicole Roper, Ed.D. was Senior Research Associ-ate,CenterfortheAdvancedStudyofExcellenceinEarlyChildhoodandFamilySupportPractices,J.IversonRid-dle Developmental Center, Morganton, North Carolina,atthetimetheCASEtoolchecklistsweredeveloped.SheiscurrentlyAssociateResearchScientist,OrelenaHawksPuckett Institute, Morganton, North Carolina. Carl J.Dunst,Ph.D.isDirector,CenterfortheAdvancedStudyof Excellence in Early Childhood and Family SupportPractices,J.IversonRiddleDevelopmentalCenter,Mor-ganton,NorthCarolina,andResearchScientist,OrelenaHawksPuckettInstitute,Asheville,NorthCarolina.

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AppendixAEarly Childhood Intervention Competency Checklists

NicoleRoperCarlJ.Dunst

Checklists Description

TheEarly Childhood Intervention Competency Checklistsweredevelopedusinganintegratedframework(Dunst,2005)foroperationalizingpracticesmirroringconvergingresearchevidenceaboutearlychildhoodinterventionand family support practices that support and strengthen parenting competence and confidence. The four checklists emphasizepractitioners’abilitytoactivelyengageparentsintheuseofpracticesthatleadtooptimal,positivechild,parent, and family benefits. The checklists can be used for self-assessment purposes but were mainly designed aspeerorsupervisoryobservationandassessmenttoolstobeusedonmultipleoccasions.Thechecklistsincludethe:Everyday Child Learning Opportunities Checklist, Parenting Supports Checklist,Family and Community Resources and Supports Checklist, andFamily-Centered Helpgiving Practices Checklist.

Using the Early Childhood Intervention Competency Checklists

Step1:Printtheparticularchecklistandplanningsheetthatwillbethefocusoftheassessmentofpractitionercapacitybuilding.Togetherwithapeerorasupervisor,apractitionershouldplananobservationofhimselforherselfonahomevisitorduringagroupactivity.Thepreplanningmeetingshouldincludeasummaryofwhatthepractitionerisplanningfortheupcomingfamilyinteraction,includinghowthefamilywillbeactivelyengagedintheuseofthepractices.

Step 2: During the home or group activity, the observer should use the checklists to record examples of theindicatorsand/ormissedopportunitiestoengagetheparentsintheuseofthepractices.Theratingscaleatthetopofeachchecklistshouldbeusedforassessingeachpracticeindicator.Aratingofoneisonlyachievediftheparentorcaregiverisactivelydemonstratingthepracticeorisdescribingactualexamplesofhowtheyhaveusedthepractice.Spaceisprovidedtomakeuptothreesetsofratings.

Step 3: A debriefing should occur immediately following the observation. The observer should share the completed checklistswiththepractitioner.Consistenciesshouldbehighlightedandtheplanningsheetonthebackofeachchecklistshouldbeused(ifappropriate)toplanhowthepractitionerwilladdressinconsistenciesnotedduringtheobservationperiodandhowthepractitionerwillpromoteparentsactiveuseofthepracticesonfuturevisits.Theobservershouldusethesamechecklistandmakeatleastthreeobservationsofthepractitionerinordertocaptureacompletepictureofthepractitioner’sskillsandabilitieswithasinglefamily/caregiver.SpaceisprovidedontheActiveEngagementPlantoreviseandupdatethestepstakentoimprovepractitionercapacity.

Reference

Dunst,C.J.(2005).Frameworkforpracticingevidence-basedearlychildhoodinterventionandfamilysupport.CASEinPoint, 1(1), 1-11. Available at http://www.fippcase.org/caseinpoint/caseinpoint_vol1_no1.pdf

Copyright © 2006 • Family, Infant and Preschool Program • All right reserved.

May be reproduced for practice purposes.

PractitionerName______________________________________________________Date__________________

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Everyday Child Learning Opportunities Checklist


Practitioner Context

Observer/Coach Date(s)

This checklist includes key practice indicators for supporting and strengthening parents’ use of everyday family and community activities as sources of interest-based child learning opportunities. The checklist is used by a supervisor or mentor together with a practitioner to assess the use of the practice indicators and to plan and implement strategies for promoting practitioner use of the practices. The reverse side of the checklist includes a planning sheet for improving practitioner’s use of the practices.

RATINGSCALE:1=Yes,practiceisused;parentdemonstratesuseofindicatorsorprovidesactualexamplescon-sistentwiththeindicators,2=Notused,missedopportunities,and3=Noopportunitiestoobserve.

Practice Rating Comment/Example

Eve

ryda

y C

hild

Lea

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ties C

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list

1Practitioner actively engages parent in using everyday family and community activities as the contexts for child learning

123123123

2Practitioner actively engages parent in using everyday activities as the contexts for child interest expression and the development of new child competence

123123123

3 Practitioner actively engages parent in using everyday child learning activities that are interest- and asset-based

123123123

4Practitioner actively engages parent in providing everyday activities including people, materials, and objects that invite and sustain competence production

123123123

5Practitioner actively engages parent in providing everyday learning opportunities that are child-initiated and child-directed

123123123

6Practitioner actively engages parent in increasing the variety and frequency of their child’s involvement in interest-based everyday learning activities

123123123

7Practitioner actively engages the parent in using everyday learning activities that provide opportunities for practicing existing abilities and learning new skills

123123123

8The practitioner actively engages the parent in using naturally occurring reinforcing consequences for the child’s use of interactive competencies

123123123

9Practitioner actively engages the parents in using highly responsive and minimally directive interactive styles to support everyday child learning

123123123

10Practitioner prompts/supports parent reflection on the characteristics and consequences of interest-based everyday child learning opportunities

123123123



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Everyday Child Learning Opportunities Checklist

Active Engagement Plan

UsingtheinformationobtainedfromtheEveryday Child Learning Opportunities Checklist,identifythosepracticesthatareinneedofimprovement(promotingparents’engagementinthepractices)anddevelopaplanforprovidingapractitionertheexperiencesandopportunitiestoincreaseparents’activeuseofthepractices.Formoreinformationoneverydaychildlearningopportunitiessee:

Raab,M.,&Dunst,C.J.(2006).Checklistsforpromotingparent-mediatedeverydaychildlearningopportunities.CASEtools, 2(1), 1-9. Available at http://www.fippcase.org/casetools/casetools_vol2_no1.pdf

DATE:

What other knowledge and/or experiences do I need to change or improve my practice?

How will I actively engage parent(s) in the use of the practice on the next home visit?

DATE:



DATE:



Copyright©2006•Family,InfantandPreschoolProgram•Allrightreserved.Maybereproducedforpracticepurposes.

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Parenting Supports Checklists




This checklist includes key practice indicators for supporting and strengthening parents’ use of everyday family and community resources and supports for achieving desired outcomes. The checklist is used by a supervisor or mentor together with a practitioner to assess the use of the practice indicators and to plan and implement strategies for promoting practitioner use of the key indicators. The reverse side of the checklist includes a planning sheet for improving practitioner’s use of the practices.



Pare

ntin

g Su

ppor

ts C

heck

list

1Practitioner recognizes and acknowledges existing parenting beliefs, knowledge, and skills as a part of providing parenting supports

123123123

2

Practitioner actively engages parent in the identification of information, advice, guidance, etc., needed for strengthening existing and learning new childrearing skills

123

123

123

3Practitioner promotes parents use of complete, accurate, and unbiased information for supporting and strengthening parenting knowledge and skills

123123123

4

Practitioner promotes parents use of participatory parenting opportunities emphasizing active participation that supports existing parenting skills and promotes the acquisition of new parenting skills

123

123

123

5A major focus of the practitioner practices is promoting parents’ understanding and use of responsive and supportive parenting styles

123123123

6

Practitioner actively engages parent in reflections on the effectiveness of new parenting practices as well as the usefulness of participatory opportunities for strengthening parenting knowledge and skills

123

123

123



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Parenting Supports Checklist


UsingtheinformationobtainedfromtheParenting Supports Checklist,identifythosepracticesthatareinneedofimprovement(promotingparentsengagementinthepractices)anddevelopaplanforprovidingapractitionertheexperiencesandopportunitiestoincreaseparents’activeuseofthepractices.Formoreinformationaboutparentingsupportssee:

Wilson,L.L.(2005).Characteristicsandconsequencesofcapacity-buildingparentingsupports.CASEmakers, 1(4), 1-3. Available at http://www.fippcase.org/casemakers/casemakers_vol1_no4.pdf

DATE:



DATE:



DATE:




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Family and Community Resources and Supports Checklist







Fam

ily a

nd C

omm

unity

Res

ourc

es a

nd S

uppo

rts C

heck

list

1Practitioner actively engages parent in identifying different possible supports and resources that match family needs and interests

123123123

2Practitioner actively engages parent in the identification of supports and resources needed to carry out parenting responsibilities

123123123

3Practitioner actively engages parent in considering formal and informal social supports options for achieving desired outcomes

123123123

4Practitioner actively engages parent in identifying and using community resources as supports for achieving desired outcomes

123123123

5

Practitioner actively engages parent in evaluating the financial and psychological costs and benefits of different support options as part of selecting desired supports

123

123

123

6 Practitioner actively engages parent in developing a plan for mobilizing desired supports and resources

123123123

7 Practitioner actively engages parenting in assigning self and others responsibilities for obtaining resources

123123123

8 Practitioner promotes use of existing parent and family abilities for obtaining desired resources

123123123

9

Practitioner uses participatory opportunities with the parents to actively involve them in learning new skills for purposes of mobilization or provision of desired resources

123

123

123

10Practitioner actively engages parent in the evaluation of resource and support procurement to determine their usefulness for achieving desired outcomes

123123123



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Family and Community Resources and Supports Checklist


UsingtheinformationobtainedfromadministeringtheFamily and Community Resources and Supports Checklist, identifythosepracticesthatareinneedofimprovement(promotingparentsengagementinthepractices)anddevelopaplanforprovidingapractitionertheexperiencesandopportunitiestoincreaseparents’activeuseofthepractices.Formoreindepthinformationonresource-basedpracticessee:

Mott,D.W.(2006).Checklistsformeasuringadherencetoresource-basedinterventionpractices.CASEtools, 2(3), 1-8. Available at http://www.fippcase.org/casetools/casetools_vol2_no3.pdf

DATE:



DATE:



DATE:




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Family-Centered Helpgiving Practices Checklist





RATINGSCALE:1=Yes,practiceisusedconsistently,2=Notusedconsistently,missedopportunities,and3=Noopportunitiestoobserve.


Fam

ily-C

ente

red

Hel

pgiv

ing

Prac

tices

Che

cklis

t

1 Practitioner is responsive to the parents’ interests, concerns, and needs

123123123

2 Practitioner reflects on parents’ concerns and asks for clarification

123123123

3 Practitioner demonstrates warm and caring attitude and behavior toward parents

123123123

4 Practitioner explicitly focuses on and acknowledges parent and family strengths

123123123

5 Practitioner uses parent and family strengths as the basis for identifying desired outcomes

123123123

6 Practitioner is nonjudgmental in terms of personal, family, or cultural differences and preferences

123123123

7 Practitioner and parent discuss choices for meeting needs and the implications of different options

123123123

8 Practitioner supports parent choice anddecision making about options

123123123

9 Practitioner uses parents’ strengths for deciding course of action to achieve desired outcomes

123123123

10 Practitioner actively involves parent in carrying out any identified course of action

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11 Practitioner demonstrates flexibility andresponsiveness to family situation

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12Parent and practitioner reflect on and evaluate achievements and accomplishments

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CASE

Family-Centered Helpgiving Practices Checklist

Quality Improvement Plan

UsingtheinformationobtainedfromtheFamily-Centered Helpgiving Checklist,identifythosepracticesthatareconsideredinneedofimprovement(forpromotingparentsuseofthepractices)anddevelopaplanforprovidingapractitionertheexperiencesandopportunitiestoincreasetheuseofthepractices.Formoreinformationaboutfamily-centeredpracticessee:

Wilson,L.L.,&Dunst,C.J.(2006).Checklistforassessingadherencetofamily-centeredpractices.CASEtools, 1(1), 1-6. Available at http://www.fippcase.org/casetools/casetools_vol1_no1.pdf

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What other knowledge and/or experiences do I need to improve or change?

Plan for using new knowledge/skills on next home visit…

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CASEt o l s...Family-Centered Practices Learning and Development Participatory Parenting...

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